Industrial/Organizational Psychology Flashcards
(108 cards)
1
Q
adverse impact
A
- based on the 4/5ths rule (percentage of minorities selected must be at least 4/5ths of the percentage of non-minorities selected) = 80%
- if there is adverse impact, employer can:
1) replace procedure
2) modify procedure or
3) keep procedure if they can demonstrate that there is no alternative procedure available that would not have an adverse impact. And that the use of the procedure is job related (valid, business necessity or a bona fide occupational qualification- think of school ex)
2
Q
unfairness
A
- occurs when minorities and non-minorities score differently on the predictor test yet perform similarly on the criterion
- depicted as 2 parallel lines
- example: the MCAT
3
Q
differential validity
A
- occurs when there are significantly different criterion-related validity coefficients for different groups on the same test (the test is more valid for predicting performance of one group than another)
4
Q
job analysis
A
- describes the nature of the component tests performed by workers on a particular job
- includes info about the tools/equipment used, operations performed, education/training required, wages, safety hazards, etc.
5
Q
job evaluation
A
- a formal process that determines the financial worth of a specific job to an organization
6
Q
biodata
A
- also known as biographical information
- includes standard application, the weighted application, and the biographical inventory
7
Q
standard application
A
- most common type of application (personal data, employment history, education, etc.)
8
Q
weighted application
A
- similar to standard application in form/content
- assigns weight to certain variables (ex - college vs. non college graduates) that affect the hiring process
9
Q
biographical inventory (BIB)
A
- covers the applicant’s life in greater detail
- tailored to specific work behaviours of the job (desirable vs. undesirable)
- good predictors of job success and turnover
- development can be time-consuming and expensive
10
Q
Holland’s personality-job fit theory (Career Choice)
A
- individuals + job traits can be matched
- the greater the match, the more job satisfaction and success
- keywords: congruence, consistency, differentiation, environmental identity, vocational identity
11
Q
Holland’s occupational themes
A
- 6 types = realistic, investigative, artistic, social, enterprising, conventional
- RIASEC
12
Q
assessment centers (also called situational testing)
A
a method of selection that places new job applicants and candidates for promotion in a simulated job situation so that their behaviour under stress can be observed or evaluated
13
Q
in-basket techniques
A
presented applicants with typical problems and questions that managers would expect to find when they return from a vacation
14
Q
contrast effect
A
occurs when an interviewers ratings of a candidate are affected by performance of the previous candidate
15
Q
halo effect
A
generalizing one characteristic to the entire candidate in either a positive or negative direction
16
Q
factors effecting training
A
- individual differences in ability to be trained
- self-efficacy
- motivation
- active vs. passive practice (active is better)
- massed vs. distributed (distributed it better)
- whole vs. part learning (slower learners do better with part learning but whole is best)
- transfer of training
- feedback (frequent feedback is best)
- reinforcement (greater the reward, faster the learning)
17
Q
behaviourally anchored rating scales (BARS)
(individual performance appraisals)
A
- based on critical incidents
- employees are rated on various aspects of the job
- can be expensive/time consuming, do not tend to measure actual day-to-day activities
18
Q
behavioural observation scale (BOS)
(individual performance appraisals)
A
- involve rating the extent to which a person engages in every behaviour (ex - how often an employee finishes a project on time)
19
Q
forced choice
(individual performance appraisals)
A
the rater must choose between two seemingly equally desirable or undesirable choices
20
Q
paired comparisons
(comparative performance appraisals)
A
each employee is compared to every other employee in pairs
21
Q
forced distribution
(comparative performance appraisals)
A
people are ranked to fit a distribution (a few at the top, a few at the bottom, most in the middle)
22
Q
scientific management
A
- a combination of autocratic behaviour, aggressiveness, and physical intimidation to force workers to produce
- management views workers as extension of machines, goal is to get the “machine” to run faster and more efficiently
- think time and motion studies for scientific methods used
23
Q
human relations approach (h* for Hawthorne studies)
A
- based on the Hawthorne studies (focused on attention to workers rather than production)
- psychological factors are more important in terms of increasing productivity than the physical aspects of the work environment
24
Q
Theory X, Y, Z
A
theory X - assumes workers are lazy and must be coerced and direction, have no ambition, no sense of responsibility
theory Y - assumes that people find satisfaction in their work, that control and punishment are not necessary to bring about good performance
theory z - something about Japanese management strategies, emphasis on collaboration and collective good.
*supervisors beliefs= self fulfilling prophesy on employee job performance
25
authoritarian leader
delegates to employees in an autocratic fashion (the leader holds all the power)
26
democratic leader
seeks employees input in various aspects of the organization
27
laissez-faire leader
generally not very involved in overseeing operations of the organization and often lets the employees make the decisions
28
high LPC
- if a leader rates their LPC (least preferred colleague) with a high rating, they are considered a relationship oriented leader
29
low LPC
- if a leader rates their LPC (least preferred colleague) with a low rating, they are considered a task oriented leader
30
situational control (favourableness)
(LPC theory)
how likely it is that a task will be accomplished (can depend on how easy/difficult it is, how powerful the leader is, the relationship between leader and subordinates)
31
low LPC leaders are most effective in situations that are...
highly unfavourable or unfavourable
32
high LPC leaders are most effective in situations that are...
moderately favourable
33
transactional leader vs. transformational leader
transactional = more traditional, few emotional exchanges, makes use of rewards, management by objectives
transformational = aims to broaden and elevate the goals of subordinates, utilize charisma/inspiration/intellectual stimulation/individualized consideration
34
5 types of power
- reward power = based on the ability to provide rewards
- coercive power = related to the ability to punish
- legitimate power = based on the hierarchy of the organization
- referent power = based on identifying with, admiring, or liking the person in the leadership position
- expert power = comes from having expertise/skills in the relevant area
35
rational economic model (or classical approach; optimizing style, harrison)
(re: decision making)
involves basing decisions on a clear definition of the problem, knowing all possible solutions and consequences of choices, then choosing the optimal solution
36
lower level needs
(two-factor theory of motivation)
- hygiene factors/dissatisfiers = pay, working conditions, supervision
- when lower level needs are not met, this contributes to dissatisfaction but meeting them does not result in satisfaction
37
upper level needs (motivators)
(two-factor theory of motivation)
- when upper level needs are met, satisfaction increases but not meeting upper level needs does not contribute to dissatisfaction
- motivators/satisfiers = needs for achievement, responsibility, and opportunity
38
job enrichment (vertical loading)
expanding jobs to give employees a greater role in planning and performing their work
(examples = increasing autonomy, encouraging employees to take on new and challenging tasks)
39
job enlargement (horizontal loading)
expanding the variety of tasks the employee performs without increasing performance or autonomy
40
job satisfaction correlations
- age = increases with age
- race = Whites report more satisfaction than minorities (most significant differences in managers)
- occupational level = the higher the level, the higher the satisfaction
- productivity = weak correlation between the two
- turnover = moderately negative correlation
41
quality-of-work-life programs (QWL)
- intended to improve the quality of working life
- workers discuss problems weekly in their area of responsibility
- greater affect on satisfaction than performance
42
quality control circles (QCC)
- intended to improve the finished product and level of production
- usually consist of 7-10 employees from the same departments and membership is voluntary
43
organizational development
- focuses on total organizational change and on systematic ways to bring about planned changes
- goal is to increase the organizations ability to cope with change in the external environment and to increase internal problem solving
44
centralized communication
- similar to a wheel or chain = one person in the middle gets all the information
- best for simple tasks
- fairly rapid means of communicating
45
decentralized communication
- similar to a pinwheel or a star = all members communicate with each other
- best for tasks involving problem-solving and communication
- slower means of communicating
46
risky shift
(group decision making)
tendency for people in groups to making riskier decisions than they would if they were deciding as individuals
47
response polarization
(group decision making)
tendency for people in groups to become more extreme in their views
48
group think
(group decision making, mindguard)
- occurs in highly cohesive groups
- groups members seek concurrence, consensus, and unanimity more than they seek the best possible alternative
- the group has a tendency to lose their critical thinking skills due to social pressures to conform
- mindguard= works as “information filter”, by shielding group members from disconfirming/problematic information that might have an adverse effect on the group’s cohesiveness
49
noise in the workplace
- most people can adapt to constant or continuous noises, but intermittent noise is more distracting
- perception of the ability to control the noise may be more important than they actual ability to control the noise
50
overlearning
- developing very thorough knowledge of a task
- best for tasks that are not performed often, or tasks that are performed under conditions of stress
51
cognitive ability tests
- commonly used
- good predictors of job success
- may result in discrimination
52
personality tests
- poor predictors of job performance
53
interest tests (what is it, what does it correlate with and what’s an example of one)
- A test that assesses an individual's preferences for specific work activities or environments, helping to match individuals with job roles that align with their interests.
- poor predictors of job success but do correlate with job satisfaction
- example: Strong Interest Inventory (SII) = assesses individuals' preferences for certain occupational activities, helping them explore career options aligned with their interests.
54
Adam's equity theory
- looks at self-input and outcomes vs. other people's input and outcomes
- inequality is a motivating state and we adjust our performance based on things appearing fair or unfair
55
General expectancy theory (also known as Vroom's Valence-Instrumentality-Expectancy theory)
- people behave in ways that are based on their perceived expectancy that rewards will follow
56
McClelland's 3 acquired needs theory
- 3 significant work-related needs that are acquired over time
- nACH = achievement
- nAFF = affiliation
- nPOWER = control/influence/responsibility
57
Maslow's needs hierarchy
- human needs are arranged in a hierarchy of importance and people always want what they don't have yet
- levels = physiological, safety, belonging/love, esteem, self-actualization
- little research to support this theory
58
Super's life/career rainbow (GEEMD; Career Choice)
- 5 major stages (growth, exploration, establishment, maintenance, decline/disengagement
- career maturity: persons ability ton successfully complete tasks of their respective stage
- self concept: how people perceive themselves and situations
- life space/life roles: various life roles a person assumes at different times and contexts (child, teacher, parent)
59
"realistic" jobs
(RIASEC)
- physical activities that require skill, strength, coordination
- mechanic, drill press operator, farmer
60
"social" jobs
(RIASEC)
- involve helping and developing others
- social worker, teacher, psychologist
61
"conventional" jobs
(RIASEC)
- preference for rule-regulated, orderly, unambiguous activities
- accountant, bank teller, file clerk
62
"artistic" jobs
(RIASEC)
- preference for ambiguous and unsystematic activities that allow creative expression
- painter, musician, writer
63
"enterprising" jobs
(RIASEC)
- enjoys the opportunitity to influence others and obtain power
- lawyer, real estate agent
64
"investigative" jobs
(RIASEC)
- preference for activities that involve thinking and organizing
- researcher, journalist
65
Kirkpatrick’s (RR) evaluation model (RLBR) (Organizational training evaluation)
4 levels of training program evaluation (from least to most informative)
1) reaction
2) learning
3) behaviour
4) results
66
Theory of work adjustment (career choice; job tenure; Dawis & loftquist)
- indicator of work adjustment: job tenure
- based on assumption that 2 factors satisfaction (employee satisfaction with job) & satisfactoriness (employers satisfaction with employee) was = job tenure
- theory of person-environment fit (same as holland)
67
Compressed workweek vs Flex Time vs Rotating shift vs Swing Shift
Compressed: boots job satisfaction*, weaker effect on job productivity and has an unclear effect on absenteeism
FlexTime: most effective at reducing absenteeism* some weak impact on performance
Rotating: worst on health (worse than night shifts) and have HIGHEST incidence of injuries/accidents
Swing: have the most negative impact on social relationships
68
PAQ
Worker oriented job analysis questionnaire (what is needed for the worker to be successful, characteristics etc)
69
Big 5/personality & leader effectiveness
Intelligence .27
Big 5 extraversion & concienciousness
70
Vroom-Yetton-Jago contingency model (decision tree/matrix)
Helps leaders determine ideal decision strategy for different situations, from highly democratic to highly autocratic
71
Bounded rationality model (administrative model of decision making, behavioural approach or satisficing style, Simon)
Proposes that rational decision making is limited by time constraints, insufficient information and cognitive limitations of the decision maker. So decision makers often satisfice (consider alternatives) until a good enough alternative is found. Consider all before one choice.
72
FOR (frame of reference training)
Not training for rater biases.
As the name suggests it helps raters adopt a common frame of reference when rating employee performance
73
Strong interest inventory
Uses RIASEC. (Realistic, investigative, artistic, social, enterprising, and conventional)
74
Scriven training evaluation (scribble 2) vs Dessinger-Moseley Evaluation Model
Scriven:
1) formative evaluation= assist with developing/improving program. Steps: a)needs assessment (needs/methods to meet them) b)evaluative assessment (possible/practical?) c)structured evaluation (define program, participants and potential outcomes) d)implementation evaluation (monitor fidelity of program) e) process evaluation (how was it delivered)
2) summative evaluation= conducted to determine whether goals were met. Steps: a)outcome evaluation (did it achieve goals?) b) impact evaluation (ID intended/unintended effects of training) c) cost effectiveness/cost benefit analysis ($, assesses outcomes in terms of costs/benefits) d)secondary analysis (ID new questions) e) meta analysis (integrate all and derive summary evaluation)
Dessinger: a) formative evaluation (det. Changes needed to achieve goals) b)summative evaluation (after program is delivered, get reactions and effectiveness of training) c) confirmative evaluation (done later, to evaluate long term effects of training) d) meta-evaluation (ongoing, to evaluate reliability and validity throughout other evaluations)
75
Mentoring vs coaching
Mentoring:
- relationship: mentor (experienced)+mentee (less experienced)
- purpose: support/guidance for mentee professional/personal development
-functions: (career) prepare mentee for career advancement within organizations. (Psychosocial) promote personal and professional growth and self confidence.
Agenda: set by mentee
Coaching:
- relationship: encourage employees to take responsibility for job performance to achieve superior performance and work toward organizational goals
- activities: a) coaching analysis= ID conditions contributing to performance b) coaching discussions=direct communications to maintain optimal performance
- focus: job performance
- formality/duration: shorter/time bound, more formal/structured with regular meetings
- addresses: employee and organizational needs
- agenda: co-created by coach and employee
-types: executive (leadership skills), team (team dynamics)
76
Weber’s bureaucracy
Impersonal/relational way to get things done efficiently and orderly. Includes: division of labour, well defined hierarchy, formal rules/procedures, employment based on competency/merit, written records of decisions/actions and separation of ownership and management
- think Grey’s Anatomy structure with chief Webber
77
Utility analysis
Economic return of investment. ($). Fórmula: brogden cronbach gleser= estimates in $ (# of individuals hired, tests validity coefficient, SD of job performance in $ and cost of testing)
78
Incremental validity (selection ratio, base rate and Taylor Russell tables)
Incremental validity: increases decision making accuracy, when criterion related coefficient is large, even low and moderate can have incremental validity in some situations.
Selection ratio: % of job applicants company plans to hire. Low ratio (0.10) is ideal as it provides more choice. When it’s low it means there are many applicants for few job openings (large # to choose from).
Base rate: % of successful employees hired using current procedure. Moderate base rate (0.50) associated with greatest increase in decision making accuracy.
Taylor Russell: tables used to estimate a predictors incremental validity for various combinations of validity coefficients, base rates and selection ratios
79
Ultimate vs actual performance measures (explain gap)
Ultimate: ideal measure of important job aspects. Actual: what a job measure actually measures.
Gap: 1) criterion contamination (unrelated factors impact it) 2) criterion deficiency (aspects of performance not assessed)
80
Methods to decreases rater biases
1) use relative scales (paired comparison, forced distribution) vs subjective scales. 2) use anchoring points on absolute scale with job behaviour descriptors (BARS, CIT) 3) rater training (FOR)
81
Job characteristics model (Hackman & Goldman)
5 core characteristics: Skill variety, task significance, task ID and feedback
1) skill variety+task ID+task significance= workers have jobs that are meaningful
2) opportunities to act autonomously= workers feel responsible for outcomes of their work
3) job provides opportunities for regular feedback= workers have knowledge of results of their efforts.
All 3 have positive effects on job morivation, performance and satisfaction.
*workers with high growth need (there to fulfill higher order needs) are more likely to be positively affected by a job that provides all 5 characteristics vs low growth need
82
Fielder’s contingency model
Leadership style depends on situational favourableness and score of LPC scale (high/low). Favourableness affected by: leader relationships, task structure, and power. Fiedler believed styles are stable and to be effective leaders should change situation to fit self.
83
Situational leadership theory (Hershey; TSPD)
Subordinate job maturity determined by willingness (motivator) and ability to perform the job.
4 leadership styles that combine task and relationships, willingness and ability. Theory assumes employees change in willingness/ability so leader should change to fit them:
1) telling (high task, low r) best for subordinates with low willingness and ability. (Most inexperienced)
2) selling (high task, high r) best for subordinated with high willingness and low ability (think provisional)
3) participating (low task, high r) best for subordinates with low willingness and high ability (more knowledgeable provisional, less willing to take on stuff due to case load unless they participate)
4) delegating (low task, low r) best for subordinates with high willingness and ability (must do/have all bc employers are never there)
84
Path Goal House (4styles DASP; Leadership)
Leaders= facilitators who help subordinated with own goal achievement
Best leadership style depends on characteristics of subordinates and task
4 styles:
1) directive=best for dogmatic authoritarian employees and tasks that are ambiguous and complex.
2) achievement oriented
3)supportive =best for high affiliation need and low satisfaction employees and for tasks that are mundane and unchallenging
4) participative
85
Leader member exchange (LMX)
Leadership effectiveness based on relationship quality (in group vs out group)
In group: more attention, support, participation in decision making and are given more challenging/interesting tasks. Also have high job satisfaction, Performance, organizational commitment and org citizenship
Our group: more formal relationships, given direct orders and low interesting and routine tasks
86
Ohio state research 2 leadership dimensions
1) leaders high in initiating structure (task oriented and goals focused). High structure= better group leader and organizational performance. Mixed results.
2) leaders high in consideration (person oriented and foster trust and respect). High consideration= better subordinate satisfaction and motivation
87
Leadership & gender research
Women= more likely to have a transformational leadership style and provide employees with contingency reward (transactional leadership)
Men= more likely to engage in management by exception (transactional) and in laissez fraire leadership (hands off)
88
Goal setting theory (motivation)
Assumption that most important contributor to worker motivation is acceptance and commitment of goals.
Research= acceptance/commitment are maximized when goals are specific + moderately difficult + have immediate feedback about goal achievement. Research also shows that it’s equally effective for men and women
Other research= 1) participation in goal setting doesn’t always help. Only helps those with high need for achievement or for someone not likely to accept assigned goals. 2) when there is participation= goals are more difficult than ones set by supervisor. 3) group goals= better performance when accomplishment of task required high degree of worker interdependence and group goals alone are likely to be as effective as group goals and individual goals.
89
Organizational process model (decision making)
individuals/groups are constrained by the organizations routines/standard procedure and often follow and depend on small incremental choices made in short term
90
Social loafing (when is it more mostly to negatively impact group performance)
When the team is large and only total group performance will be assessed
91
Barrier to cost benefit analysis
Difficult to express outcomes of mental health programs in $$ terms
92
Tiedman & O’Hara Career Decision Making Model (2 stages; Career Choice; tied to what clinical theory?)
*tied to eriksons’ psychosocial stages
2 phases of decision making
1) initial anticipation: person familiarized with jobs, makes decisions and reads for implementation.
Stages: exploration, crystallization, choice and clarification
2) implementation: person begins with chosen job, gains proficiency and achieves balance between personal needs & organization demands
Stages: induction, reformation and integration
Model dynamics: non linearity (not linear process) and flexibility (stages may repeat, skip or vary)
93
Krumboltz Social Learning Theory of Career Decision Making (Career Choice; GEIT & 2 generalizations)
4 factors influencing career decisions:
1) genetic endowment and special abilities: enable or limit career choices
2) environmental conditions and events: sometimes beyond person’s control
3) instrumental and associative learning experiences: shape career decisions
4) task approach skills: result from interactions among the 3 factors
Individuals need exposure to broad range of learning experiences and opportunities for diverse learning
Types of generalizations: self observation (beliefs about personal attitudes, values, interests) and worldview (beliefs about the world, used to predict future events)
94
Driver and Brousseau’s Career Concept Model (LEST drive)
1. Linear: upward movement with infrequent job changes
2. Expert: lifelong commitment emphasis on mastery of skills and upward advancement
3. Spiral: need for creativity, lateral movements across similar occupations. Occurs every 5-10yrs
4. Transitory: desire for variety move across to different jobs. Occurs every 2-4yrs
*shift: move from traditional linear and expert to spiral and transitory
* recommendations for org: adopt a pluralistic approach, provide diverse career experiences
95
Organizational Justice (DIP)
1. Distributive: are resources fairly distributed
2. Interactional: how are people treated
3. Procedural: are processes fair
96
Leniency/strictness vs halo bias
Halo= varies from employee to employee
Leniency/strictness= stays the same for all
97
General mental ability tests have highest predictive ability for job performance when it’s combined with what?
***Integrity tests***
These have zero correlation with each other. And help to assess different contributors to top performance. The **goal is to predict whether an individual is likely to engage in counterproductive or unethical behaviors on the job.**
Examples:
1. **The Personnel Selection Inventory (PSI):** Assesses honesty, dependability, and work ethic.
2. **The Employee Polygraph Protection Act (EPPA) Examine:** Measures attitudes towards theft and counterproductive behavior.
3. **The Workplace Integrity Survey (WIS):** Evaluates honesty, accountability, and attitudes towards workplace misconduct.
4. **Reid Report:** Focuses on honesty, reliability, and ethical decision-making.
5. **Integrity Questionnaire:** A general term for various tests assessing integrity in different contexts.
98
Cost utility analysis (que tan útil es en la vida?) vs cost benefit analysis vs cost effectiveness analysis vs cost consequences analysis
Cost utility: compares outcomes of different interventions
- measure: quality adjusted life yrs (QALY) Or disability adjusted life years (DALY)
Cost benefit analysis: evaluates costs and benefits in $ for different interventions
-measure: $ (monetary terms)
Cost effectiveness analysis: compares interventions in non monetary outcomes
- measure: non monetary outcomes I.e. symptom reduction
Cost consequences analysis: compares interventions with various consequences without a single metric
- measure: multiple outcomes listed, not aggregated
99
Compensatory vs non compensatory methods for combining scores
Compensatory: multiple regression (when one score compensates for another)
Non compensatory: multiple hurdles and multiple cutoff
100
Reliability
Degree to which a predictor is free from the effects of measurement (random) error and as a result provides CONSISTENT scores.
Reliability coefficient= 0-1.0 (the closer to 1, the less measurement error and greater consistency.
101
Content validity vs construct validity vs criterion related validity
Content: extent to which predictor samples the knowledge and skills it’s intended to measure. I.e. is the content based on job analysis? Or has the content been reviewed by subject experts?
- job knowledge tests and work samples should have adequate content validity
Construct: extent to which predictor measured the construct (hypothetical trait) it was designed to measure. How is it assessed: correlate predictor scores with scores on valid measures of the same/similar/different constructs.
- intelligence and personality tests should have construct validity
Criterion validity: degree to which predictor scores correlate with scores on the criterion(predicted scores). Evaluation is obtained by getting the criterion related validity coefficient (-1.0 to 1.0, the closer to 0 the lower the validity)
- predicting job performance from a test during interviews to assist with hiring decisions
102
Model of planned change (Lewin’s 3 step model) *think melted lollipop, unfreeze, change shape and refreeze
1) Unfreezing: ID & reduce forces maintaining an undesirable status quo. Increases forces that disrupt mainstream
2) changing: implement desired changes
3) refreezing: integrate desired change into org values/traditions, stabilize the new change to prevent regression
103
Model of planned change (Cummings & wO*rley General Model)
*think Cummings Med school, enter, diagnose, plan and evaluate
1) enter and contracting: ID primary problems and relevant members, select OD practitioner and establish a collaborative relationship, develop a contract that specifies how they will work together.
2) diagnosing: collect and analyze diagnostic information at different levels, provide feedback back to org on problems
3) planning/implementing: address readiness for change, create vision for future, design OD interventions and action plan, manage transition and sustain momentum. (Sim to unfreezing)
4) evaluating and institutionalizing: evaluate implementation and results of OD interventions, decide which changes to keep/change/remove and institutionalize changes via feedback, corrective actions, reward allocation and training.
104
Methods of organizational development (survey feedback, process consultation)
Survey feedback: 1) collect data= employees complete surveys on attitudes and perceptions 2) provide feedback = share summarized info on strengths/weaknesses to employees 3) develop action plan= employees recommend solutions and management with OD consultant and create an action plan
Process consultation: focus on process in communication, decision making, problem solving and relationships within org. Consultant role: facilitates self reliance helping org diagnose and resolve its own problems
105
Methods of organizational development (self managed work teams, technostructural Intervetions)
SMWTs= employee teams have total control over work, budgeting, tasks and performance appraisal. No supervisor, leadership changes based on expertise.
Technostructural interventions= change org’s technology or structure to improve work methods, content and relationships. Examples:
1) business process re-engineering (BPR): radically redesign core processes for efficiency
2) job enrichment: herzberg. Design jobs for responsability, challenge and advancement
3) alternative work schedules: compressed ww & flextime
106
Methods of organizational development (total quality management, appreciative injury)
TQM= continuos improvement through incremental changes. Top management commitment, employee involvement, team focus, customer satisfaction and data driven decision making.
- TQM techniques: 1) Quality circles: small groups ID and resolve problems 2) benchmarking: compare with competitors for improvement 3) six sigma: statistical analysis, project management and problem solving to reduce defects
Appreciative inquiry= social constructivism + positive psychology.
- 4D cycle: 1) discovery (appreciate what is) 2) dream (envision what could be) 3) design (determine what should be) 4) delivery/destiny (sustain what will be)
107
Program logic model (inputs, activities, outputs and outcomes; program development)
Constructed by a team involved in program development, implementation and evaluation
Format: often in the form of a flowchart, arrows show causal relationships
Components:
1) inputs: human, financial, org and community resources needed (managers, consultants, data sources and funding sources)
2) activities: process and actions required to produce outputs (develop training materials, conduct sessions, collect data on student knowledge)
3) outputs: direct, tangible results or products of activities. (Predicted employee satisfaction, number of completed trainings and student participation)
4) outcomes: short/immediate/long term changes/benefits. (Changes in knowledge and skills of managerial candidates, changes in employee lifestyles, reduction in student risk for substance use)
108
Downsizing survivor syndrome
Decreased job satisfaction and org commitment, depression, anxiety, guilt, stress-illness.
- survivors interpret downsizing as violation of Psychological contract
